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8622030-609600PEARSON LITERATURE UNITS AT A GLANCE00PEARSON LITERATURE UNITS AT A GLANCE8622030-133350The chart below provides an overview of features and assessments for each Pearson Literature unit. A more detailed listing of each unit’s skills begins on the following pages with ** columns showing strands that Writing Coach can support. 00The chart below provides an overview of features and assessments for each Pearson Literature unit. A more detailed listing of each unit’s skills begins on the following pages with ** columns showing strands that Writing Coach can support. 6750053653790Introductory Unit00Introductory Unit2209803378200FeaturesCC Standards CoveredPH Writing Coach AlignmentBuilding Academic Vocabulary? General Academic Vocabulary? Domain-Specific Academic Vocabulary? Increasing Your Word Knowledge? Building Your Speaking VocabularyLanguage 6Word Bank, 67, 93, 121, 147, 173, 199, 225, 257Writing an Objective Summary? Model Objective SummaryLiterature 2; Informational Text 2Summarizing, 227, 235, 251, 265Comprehending Complex Texts? Strategy 1: Multidraft Reading? Strategy 2: Close Read the Text? Strategy 3: Ask QuestionsLiterature 10Feature Assignment: Critical Review, 198–216; Writing for Assessment: Interpretative Response, 220–221Analyzing Arguments? The Art of Argument? Composing an ArgumentInformational Text 8; Writing 1.a, 1.b, 1.e; Language 6Argumentative Essays, 18; Writing for Assessment: Persuasive Writing, 194–195; also see: Editorial, 172–190Conducting Research? Performing Short-Term and Long-Term Research? Research Process Workshop? Research Model? Citing Sources and Preparing ManuscriptInformational Text 9; Writing 2, 2.a, 2.c, 2.f, 7, 8; Language 2.bResearch Writing: 222–223; Informational Research Report, 224–248; Writing for Assessment: Research Plan, 254–25500FeaturesCC Standards CoveredPH Writing Coach AlignmentBuilding Academic Vocabulary? General Academic Vocabulary? Domain-Specific Academic Vocabulary? Increasing Your Word Knowledge? Building Your Speaking VocabularyLanguage 6Word Bank, 67, 93, 121, 147, 173, 199, 225, 257Writing an Objective Summary? Model Objective SummaryLiterature 2; Informational Text 2Summarizing, 227, 235, 251, 265Comprehending Complex Texts? Strategy 1: Multidraft Reading? Strategy 2: Close Read the Text? Strategy 3: Ask QuestionsLiterature 10Feature Assignment: Critical Review, 198–216; Writing for Assessment: Interpretative Response, 220–221Analyzing Arguments? The Art of Argument? Composing an ArgumentInformational Text 8; Writing 1.a, 1.b, 1.e; Language 6Argumentative Essays, 18; Writing for Assessment: Persuasive Writing, 194–195; also see: Editorial, 172–190Conducting Research? Performing Short-Term and Long-Term Research? Research Process Workshop? Research Model? Citing Sources and Preparing ManuscriptInformational Text 9; Writing 2, 2.a, 2.c, 2.f, 7, 8; Language 2.bResearch Writing: 222–223; Informational Research Report, 224–248; Writing for Assessment: Research Plan, 254–2558543925371475Unit Close Reading WorkshopLanguage Study**Speaking and Listening**Writing Process**Independent ReadingAssessment1Focus on Short StoryReading, Writing, Speaking, Research ModelsIndependent PracticeUsing a Dictionary and ThesaurusDelivering a Narrative PresentationNarrative Text: Autobiographical EssayTitles for Extended ReadingOnline Text Setfrom An American ChildhoodAnnie DillardBaseballLionel G. GarcíaThe White UmbrellaGish JenAssessment: SkillsSelected ResponseConstructed ResponseAssessment: SynthesisSpeaking and Listening: Group DiscussionWriting: Autobiographical NarrativeWriting to Sources: Argumentative Essay2Focus on NonfictionReading, Writing, Speaking, Research ModelsIndependent PracticeWord OriginsEffective Listening and Note-TakingInformative Text: Comparison-and-Contrast EssayTitles for Extended ReadingOnline Text SetThe 11:59Patricia C. McKissackA Glow in the Dark from WoodsongGary PaulsenSun Suckers and Moon CursersRichard and Joyce WolkomirAssessment: SkillsSelected ResponseConstructed ResponseAssessment: SynthesisSpeaking and Listening: Group DiscussionWriting: Narrative EssayWriting to Sources: Comparison-and-Contrast Essay3Focus on PoetryReading, Writing, Speaking, Research ModelsIndependent PracticeWords with Multiple MeaningsEvaluating an Oral PresentationArgument— Response to Literature: Critical ReviewTitles for Extended ReadingOnline Text Setfrom My Own True NamePat MoraYour WorldGeorgia Douglas Johnson Words to Sit in, Like ChairsNaomi Shihab NyeAssessment: SkillsSelected ResponseConstructed ResponseAssessment: SynthesisSpeaking and Listening: Group DiscussionWriting: Autobiographical NarrativeWriting to Sources: Explanatory Essay4Focus on DramaReading, Writing, Speaking, Research ModelsIndependent PracticeBorrowed and Foreign WordsEvaluating Media MessagesExplanatory Text: Cause-and-Effect EssayTitles for Extended ReadingOnline Text SetOld BenJesse StuartSnake on the EtowahDavid BottomsVanishing SpeciesBailey WhiteAssessment: SkillsSelected ResponseConstructed ResponseAssessment: SynthesisSpeaking and Listening: Group DiscussionWriting: PlayWriting to Sources: Comparison-and-Contrast Essay5Focus on Themes in American StoriesReading, Writing, Speaking, Research ModelsIndependent PracticeFigurative LanguageDelivering a Persuasive Speech Using MultimediaArgument: Problem-and-Solution EssayTitles for Extended ReadingOnline Text SetEllis IslandJoseph Bruchacfrom Steinbeck: A Life in LettersJohn SteinbeckUp the SlideJack LondonAssessment: SkillsSelected ResponseConstructed ResponseAssessment: SynthesisSpeaking and Listening: Group DiscussionWriting: Autobiographical NarrativeWriting to Sources: Argumentative Essay00Unit Close Reading WorkshopLanguage Study**Speaking and Listening**Writing Process**Independent ReadingAssessment1Focus on Short StoryReading, Writing, Speaking, Research ModelsIndependent PracticeUsing a Dictionary and ThesaurusDelivering a Narrative PresentationNarrative Text: Autobiographical EssayTitles for Extended ReadingOnline Text Setfrom An American ChildhoodAnnie DillardBaseballLionel G. GarcíaThe White UmbrellaGish JenAssessment: SkillsSelected ResponseConstructed ResponseAssessment: SynthesisSpeaking and Listening: Group DiscussionWriting: Autobiographical NarrativeWriting to Sources: Argumentative Essay2Focus on NonfictionReading, Writing, Speaking, Research ModelsIndependent PracticeWord OriginsEffective Listening and Note-TakingInformative Text: Comparison-and-Contrast EssayTitles for Extended ReadingOnline Text SetThe 11:59Patricia C. McKissackA Glow in the Dark from WoodsongGary PaulsenSun Suckers and Moon CursersRichard and Joyce WolkomirAssessment: SkillsSelected ResponseConstructed ResponseAssessment: SynthesisSpeaking and Listening: Group DiscussionWriting: Narrative EssayWriting to Sources: Comparison-and-Contrast Essay3Focus on PoetryReading, Writing, Speaking, Research ModelsIndependent PracticeWords with Multiple MeaningsEvaluating an Oral PresentationArgument— Response to Literature: Critical ReviewTitles for Extended ReadingOnline Text Setfrom My Own True NamePat MoraYour WorldGeorgia Douglas Johnson Words to Sit in, Like ChairsNaomi Shihab NyeAssessment: SkillsSelected ResponseConstructed ResponseAssessment: SynthesisSpeaking and Listening: Group DiscussionWriting: Autobiographical NarrativeWriting to Sources: Explanatory Essay4Focus on DramaReading, Writing, Speaking, Research ModelsIndependent PracticeBorrowed and Foreign WordsEvaluating Media MessagesExplanatory Text: Cause-and-Effect EssayTitles for Extended ReadingOnline Text SetOld BenJesse StuartSnake on the EtowahDavid BottomsVanishing SpeciesBailey WhiteAssessment: SkillsSelected ResponseConstructed ResponseAssessment: SynthesisSpeaking and Listening: Group DiscussionWriting: PlayWriting to Sources: Comparison-and-Contrast Essay5Focus on Themes in American StoriesReading, Writing, Speaking, Research ModelsIndependent PracticeFigurative LanguageDelivering a Persuasive Speech Using MultimediaArgument: Problem-and-Solution EssayTitles for Extended ReadingOnline Text SetEllis IslandJoseph Bruchacfrom Steinbeck: A Life in LettersJohn SteinbeckUp the SlideJack LondonAssessment: SkillsSelected ResponseConstructed ResponseAssessment: SynthesisSpeaking and Listening: Group DiscussionWriting: Autobiographical NarrativeWriting to Sources: Argumentative Essay220345152400Pearson Literature/Prentice Hall Writing Coach Alignment GuideIf you are using both the Pearson Literature and Writing Coach programs, this editable guide will help you plan for teaching from Pearson Literature and going into more in-depth instruction and coverage of Conventions, Language Study, Speaking & Listening, and Writing standards by using lessons from the Writing Coach program. HOW TO USE THIS ALIGNMENT GUIDE: The Pearson Literature Skills Navigator chart provides a detailed look at the specific features, workshops, skills, and standards covered in each unit. Use these pages to guide you through planning your instruction for a day, unit, or entire year and see how you can use Writing Coach for additional support.Users of Pearson Literature Writing Workshops and writing strand lessons can find point-of-use support in Writing Coach including Mentor Text, Student Models, writing process strategies, grammar/conventions practice and applications, and connected assignments.When covering grammar/conventions and listening & speaking skill strands in Pearson Literature, go to Writing Coach for additional in-depth instruction, activities, and practice. Strands with ** have Writing Coach page references which are found in the far right column.INTRODUCTORY UNITThe Introductory Unit can be used at any time through the year to teach essential Common Core skills and standards. The chart below provides an overview of the features of this unit.020000Pearson Literature/Prentice Hall Writing Coach Alignment GuideIf you are using both the Pearson Literature and Writing Coach programs, this editable guide will help you plan for teaching from Pearson Literature and going into more in-depth instruction and coverage of Conventions, Language Study, Speaking & Listening, and Writing standards by using lessons from the Writing Coach program. HOW TO USE THIS ALIGNMENT GUIDE: The Pearson Literature Skills Navigator chart provides a detailed look at the specific features, workshops, skills, and standards covered in each unit. Use these pages to guide you through planning your instruction for a day, unit, or entire year and see how you can use Writing Coach for additional support.Users of Pearson Literature Writing Workshops and writing strand lessons can find point-of-use support in Writing Coach including Mentor Text, Student Models, writing process strategies, grammar/conventions practice and applications, and connected assignments.When covering grammar/conventions and listening & speaking skill strands in Pearson Literature, go to Writing Coach for additional in-depth instruction, activities, and practice. Strands with ** have Writing Coach page references which are found in the far right column.INTRODUCTORY UNITThe Introductory Unit can be used at any time through the year to teach essential Common Core skills and standards. The chart below provides an overview of the features of this unit.-1271270635000PART 100PART 1213995139700Selection/Feature00Selection/FeaturePacingStandards CoveredCommon Core Companion Workbook*Close Reading FocusConventions**Language Study**Speaking and Listening**Research**Writing**PH Writing Coach AlignmentIBQ/Close Reading Workshopfrom Peter and RosaIsak DinesenAn Hour With AbueloJudith Ortiz Cofer4 daysRL1, RL2, RL3, W2, W7, W9a, SL1pp 2, 15, 28, 196, 252, 273, 292Close Reading: Short StorySmall-Group DiscussionExplanation: Family and Cultural InfluencesWriting Model: ArgumentWriting: Explanatory EssaySPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Informational Research Report, 224–248WRITING: Mentor Text: Editorial, 174–175; Student Text: Editorial, 176; Feature Assignment: Critical Review, 198–216; Writing for Assessment: Interpretative Response, 220–221PART 2TURNING POINTSRaymond’s RunToni Cade Bambara4–16 daysRL3, W3, W3b, W3d, W3e, SL6, L2, L4bpp 28, 208, 319, 335, 343Make PredictionsPlotNounsAcademic VocabularySelection VocabularyRadio BroadcastNew EndingCONVENTIONS: Nouns, 294–299SPEAKING & LISTENING: Preparing and Presenting a Speech, R30WRITING: Writing for Assessment: Short Story, 116–117The Tell-Tale HeartEdgar Allan PoeRL3, RL7, W2, SL4, L1pp 28, 68, 196, 310, 327Compare and ContrastCharacter TraitsPronounsAcademic VocabularySelection VocabularyOral ResponseCharacter ProfileCONVENTIONS: Pronouns, 300–311; Using Pronouns, 499–510SPEAKING & LISTENING: Preparing and Presenting a Speech, R30WRITING: Writing for Assessment: Short Story, 116–117Flowers for AlgernonDaniel KeyesRL1, RL6, RI2, W2b, W3b, L1, L2c, L5bpp 2, 61, 103, 196, 208, 327, 335, 351Make InferencesPoint of ViewAdjectives and AdverbsAcademic VocabularySelection VocabularySummary of an ArticleDialogueCONVENTIONS: Adjectives and Adverbs, 325; Adjectives, 326–338; Adverbs, 339–344; Using Modifiers, 531–541; Troublesome Adjectives and Adverbs, 542–546RESEARCH: Summarizing, 227, 235, 251, 255WRITING: Dialogue in Fiction Narratives, 96, 103The Story-TellerSakiRL1, RL2, RL9, W9a, SL1a-d, L1pp 2, 115, 75, 273, 292, 327Make InferencesThemePrincipal Parts of VerbsAcademic VocabularySelection VocabularyPanel DiscussionComparison of WorksCONVENTIONS: The Four Principal Parts of Verbs, 470–477SPEAKING & LISTENING: Participating in a Group Discussion, R29WRITING: Feature Assignment: Critical Review, 198–216; Writing for Assessment: Interpretative Response, 220–221COMPARING TEXTSThe Finish of Patsy BarnesPaul Laurence DunbarThe Drummer Boy of ShilohRay Bradbury2 daysRL2, RL3, W2pp 15, 28, 196CharacterTimed Writing: Explanatory EssayWRITING: Feature Assignment: Critical Review, 198–216; Writing for Assessment: Interpretative Response, 220–221workshopsLanguage Study1 dayL4, L4c, L4dp 343Using a Dictionary and ThesaurusLANGUAGE STUDY: Dictionary, 470, 473, 588, 590Speaking and Listening1 daySL6p 319Delivering a Narrative PresentationSPEAKING & LISTENING: Preparing and Presenting a Speech, R30Writing Process3 daysW3, W3a-e, W5, L1pp 208, 226, 327Conjunctions Common and Proper NounsPronoun-Antecedent AgreementFocus on Research: Narrative TextNarrative Text: Autobiographical EssayCONVENTIONS: Conjunctions, 356–362; Common and Proper Nouns, 298–299, 611–618; Agreement Between Pronouns and Antecedents, 525–530RESEARCH: Formulate Your Research Question, 231WRITING: Autobiographical Essays, 9; Feature Assignment: Personal Narrative, 66–84PART 3TEXT SET: HUMAN VS. MACHINEAnchor: Who Can Replace a Man?Brian Aldiss5 daysRL1, RL2, RL6, W1, W1c, W1e, W4, W5, W7, W8, W9, W10, SL1, SL4, L1, L5c, L6pp 2, 15, 61, 185, 219, 226, 252, 259, 273, 281, 292, 327, 351, 357SettingNounsTransitional WordsDiction and StyleAcademic VocabularySelection VocabularyGroup DiscussionInvestigate the Topic: The Rise of “Smart” MachinesArgumentative EssayCONVENTIONS: Nouns, 294–299; Transitional Words, 146, 149, 157, 161, 162, 163, 169, 181, 183, 187, 245, 358, 570SPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Make a Research Plan, 232–233WRITING: Argumentative Essays, 18; Writing for Assessment: Persuasive Writing, 194–195John HenryTraditional Ballad2–3 daysRL1, RL2, RL7, RL9, W1, W1b, W7, SL1, SL4, L6pp 2, 15, 68, 75, 185, 252, 292, 310, 357Oral TraditionAcademic VocabularySelection VocabularyPanel DiscussionInvestigate the Topic: The Machine AgeArgument: EvaluationSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Make a Research Plan, 232–233WRITING: Writing for Media: Create a Letter to the Editor, 192–193Julie and the Turing TestLinda Formichelli2–3 daysRI2, RI5, W2, W2b, SL1, L4, L6pp 103, 136, 196, 292, 343, 357StyleAcademic VocabularySelection VocabularyOne-on-One DiscussionInvestigate the Topic: Watson the ComputerExplanatory EssaySPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Collect and Organize Your Data, 234WRITING: Informational Research Report, 224–248; Research Plan, 254–255“The Good News, Dave,…”Chris Madden1 dayW3b, W10, SL1, SL2pp 208, 281, 292, 299Academic VocabularySelection VocabularyClass DiscussionNarrative Text: Diary EntrySPEAKING & LISTENING: Participating in a Group Discussion, R29WRITING: Diary Entries, 10, 67, 86, 87, 117, 143Robots Get a Feel for the World at USC ViterbiUniversity of Southern California Viterbi2–3 daysRI1, RI2, RI4, W2, W4, W6, W7, SL1, SL4pp 90, 103, 123, 196, 252, 292, 310ComparisonsAcademic VocabularySelection VocabularyDebateInvestigate the Topic: NeuroroboticsInformative Text: Comparison-and-Contrast EssaySPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Use Graphics and Illustrations, 241WRITING: Compare-and-Contrast Essay, 195; Informational Research Report, 224–248; Research Plan, 254–255from The Measure of a Man from Star Trek: The Next GenerationMelinda M. Snodgrass2–3 daysRL1, RL2, RL3, RL4, RI9, W1, W1a-b, W1e, W4, W7, SL1, SL1c, SL4pp 2, 15, 28, 41, 170, 185, 219, 252, 292, 310DialogueAcademic VocabularySelection VocabularyPanel DiscussionInvestigate the Topic: AndroidsArgumentative EssaySPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Document Your Sources, 236; Provide and Document Evidence, 240WRITING: Argumentative Essays, 18; Writing for Assessment: Persuasive Writing, 194–195; also see: Editorial, 172–190213995158750Selection/Feature00Selection/FeaturePacingStandards CoveredCommon Core Companion Workbook*Close Reading FocusConventions**Language Study**Speaking and Listening**Research**Writing**PH Writing Coach Alignment-39370-12700PART 100PART 1IBQ/Close Reading WorkshopWe the People from Words We Live ByLinda R. MonkMaking Tracks on MarsAndrew Mishkin4 daysRI1, RI2, RI4, RI6, W2, W7, W9b, SL1, SL1c, L6pp 90, 103, 123, 143, 196, 252, 273, 292, 357Close Reading: Types of NonfictionSmall-Group DiscussionExplanation: NASA Missions and RoversWriting Model: Informative TextWriting: Informative EssaySPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Informational Research Report, 224–248WRITING: Informational Research Report, 224–248; Research Plan, 254–255; Feature Assignment: Critical Review, 198–216; Writing for Assessment: Interpretative Response, 220–221PART 2FACTS AND VISIONSfrom Harriet Tubman: Conductor on the Underground RailroadAnn Petry4–16 daysRI2, RI3, W2, W2b, W2c, SL6, L1, L2b, L6pp 103, 116, 196, 319, 327, 335, 357Main IdeaNarrative EssaySimple Tenses of VerbsAcademic VocabularySelection VocabularySkitBiographical SketchCONVENTIONS: Identifying the Basic Forms of the Six Tenses, 478; Conjugating the Basic Forms of Verbs, 479WRITING: Biographical Narratives, 9, 67; Biographical Profiles, 225from Always to Remember: The Vision of Maya Ying LinBrent AshabrannerRI2, RI3, W2, W7, W9, SL5, L1, L5bpp 103, 116, 196, 252, 273, 327, 351Main IdeaBiography and AutobiographyPerfect Tenses of VerbsAcademic VocabularySelection VocabularyMultimedia PresentationReflective EssayCONVENTIONS: Identifying the Basic Forms of the Six Tenses, 478; Conjugating the Basic Forms of Verbs, 479; Perfect Tenses, 481–482RESEARCH: Multimedia Projects, 25, 113, 139, 165, 249, 264–265, 266–267WRITING: Reflective Essays, 10, 67; also see: Diary Entry, 86–87The Trouble With TelevisionRobert MacNeilRI6, RI8, RI9, W1, W6, L1c, L1d, L3a, L4bpp 143, 163, 170, 185, 239, 327, 341, 343Fact and OpinionPersuasive TechniquesVerb Mood—The?SubjunctiveAcademic VocabularySelection VocabularySnapshotEvaluationCONVENTIONS: Subjunctive Mood, 492RESEARCH: Find Authoritative Objective Sources, 232WRITING: Feature Assignment: Critical Review, 198–216; also see: Speeches, 173, R30–R31Science and the Sense of WonderIsaac AsimovRI4, RI7, RI8, W2, W9b, SL4, L1b, L1d, L2c, L3, L3a, L5cpp 123, 156, 163, 196, 273, 310, 327, 335, 341, 351Fact and OpinionWord ChoiceActive and Passive VoiceAcademic VocabularySelection VocabularySpeechResponseCONVENTIONS: Identifying Active and Passive Voice, 488–493WRITING: Feature Assignment: Critical Review, 198–216; Writing for Assessment: Interpretative Response, 220–221; also see: Word choice, 39, 41, 133, 135, 181COMPARING TEXTSForest FireAna?s NinThe Season’s Curmudgeon Sees the LightMary C. CurtisWhy Leaves Turn Color in the FallDiane Ackerman2 daysRI5, W9, W9bpp 136, 273Types of OrganizationTimed Writing: Explanatory EssayWRITING: Feature Assignment: Critical Review, 198–216; Writing for Assessment: Interpretative Response, 220–221workshopsLanguage Study1 dayL4, L4a, L4b, L4cp 343Word OriginsLANGUAGE STUDY: For related material see: Writing in the Content Areas, R2–R5Speaking and Listening1 daySL1c, SL2, SL3pp 292, 299, 303Effective Listening and Note-TakingSPEAKING & LISTENING: Listening Critically to a Speech, R31Writing Process3 daysW2, W2a-b, W2d-f, W5, L1b, L1c, L1d, L2c, L3app 196, 226, 327, 335, 341Revising Verbs for MoodSimple and Perfect Verb TensesFocus on Research: Informative TextInformative Text: Comparison-and-Contrast EssayCONVENTIONS: Moods of Verbs, 492–403; The Six Tenses of Verbs, 478–483RESEARCH: Make a Research Plan, 232–233WRITING: Compare–and–Contrast Essays, 15, 20, 147, 195, 269PART 3TEXT SET: BELONGING TO A PLACEAnchor: from Travels with CharleyJohn Steinbeck5 daysRI1, RI2, RI4, RI5, W2a-b, W2d-f, W4, W5, W7, SL1a-d, L1, L1b, L4a, L5a, L6pp 90, 103, 123, 136, 196, 219, 226, 252, 292, 327, 343, 351, 357StyleActive and Passive VoiceCommas With AdjectivesDiction and StyleAcademic VocabularySelection VocabularyPartner DiscussionInvestigate the Topic: Fear: A Barrier to BelongingInformative Text: Travel EssayCONVENTIONS: Identifying Active and Passive Voice, 488–493; Commas and Adjectives, 556, 558SPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Preparing and Presenting a Speech, R30WRITING: Travel Blog, 140; Travel Essays, 14Gentleman of Río en MedioJuan A. A. Sedillo2–3 daysRI1, RI3, RI4, SL1, SL5, W1, W1a, W1b, W1e, L6pp 90, 116, 123, 292, 317, 185, 357Plot and ThemeAcademic VocabularySelection VocabularyGroup DiscussionInvestigate the Topic: SurveyingArgumentative EssaySPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Multimedia Projects, 25, 113, 139, 165, 249, 264–265, 266–267WRITING: Feature Assignment: Critical Review, 198–216; Writing for Assessment: Interpretative Response, 220–221Choice: A Tribute to Martin Luther King, Jr.Alice Walker2–3 daysRI1, RI2, RI3, RI4, RI6, W2, W7, W9b, SL1, L4, L6pp 90, 103, 116, 123, 143, 196, 252, 273, 292, 343, 357Author’s PerspectiveAcademic VocabularySelection VocabularyGroup DiscussionInvestigate the Topic: King’s Speeches and SermonsInformative Text: Analytical EssaySPEAKING & LISTENTING: Participating in a Group Discussion, R29RESEARCH: Make a Research Plan, 232–233WRITING: Feature Assignment: Cause-and-Effect Essay, 146–164Tears of AutumnYoshiko Uchida2–3 daysRL1, RL2, W3, W3b, W3d, SL1, L4, L6pp 2, 15, 208, 292, 343, 357Cultural ContextAcademic VocabularySelection VocabularySmall-Group DiscussionInvestigate the Topic: The Immigration BoomFictional Narrative: New EndingSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Use Graphics and Illustrations, 241WRITING: Writing for Assessment: Short Story, 116–117from I Know Why the Caged Bird SingsMaya Angelou2–3 daysRI1, RI2, RI4, RI6, W2, W2c, W2e, SL1, L4, L5, L6pp 90, 103, 123, 143, 196, 292, 343, 351, 357Point of ViewAcademic VocabularySelection VocabularyPanel DiscussionInvestigate the Topic: EducationInformative Text: Comparison-and-Contrast EssaySPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Preparing and Presenting a Speech, R30WRITING: Feature Assignment: Critical Review, 198–216; Writing for Assessment: Interpretative Response, 220–221Study Finds Americans Increasingly RootedCindy Weiss2–3 daysRI4, RI8, W1, W1a, W1b, W1e, SL1, L6pp 123, 163, 185, 292, 357Main Idea and SupportAcademic VocabularySelection VocabularyGroup DiscussionInvestigate the Topic: The American FrontierArgumentative EssaySPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Make a Research Plan, 232–233WRITING: Argumentative Essays, 18; Arguments, 172, 174, 180, 186, 192Relationships to PlaceJennifer E. Cross1 dayRI6, W1, SL1, SL2, SL4, L6pp 143, 185, 292, 299, 310, 357Academic VocabularySelection VocabularyClass DiscussionArgumentSPEAKING & LISTENING: Participating in a Group Discussion, R29WRITING: Arguments, 172, 174, 180, 186, 192204470149225Selection/Feature00Selection/FeaturePacingStandards CoveredCommon Core Companion Workbook*Close Reading FocusConventions**Language Study**Speaking and Listening**Research**Writing**PH Writing Coach Alignment-4889595250PART 100PART 1IBQ/Close Reading WorkshopA Poem for My Librarian, Mrs. LongNikki GiovanniDescribe Somebody; Almost Summer SkyJacqueline Woodson4 daysRL1, RL4, W2, W7, W9a, SL1pp 2, 41, 196, 252, 273, 292Close Reading: PoetrySmall-Group DiscussionExplanation: Emotionally Autobiographical PoetryWriting Model: Explanatory TextWriting: Explanatory EssaySPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Make a Research Plan, 232–233WRITING: Mentor Text: Critical Review, 200–201; Student Model: Critical Review, 202–203; Create a Writing Workshop Response to a Poem, 218–219PART 2VOICES IN VERSEPoetry Collection 1de la Mare ? Tennyson ? Farjeon ? Merriam4–16 daysRL4, W4, SL6, L1c, L1d, L4a, L5b, L6pp 41, 219, 319, 327, 343, 351, 357Using ContextSound DevicesTypes of SentencesAcademic VocabularySelection VocabularyPoetry RecitationPoemCONVENTIONS: Classifying the Four Functions of a Sentence, 430–433WRITING: Feature Assignment: Free Verse Poem and Lyric Poem, 120–138; Writing for Assessment: Poetry, 142–143Poetry Collection 2Dickinson ? Hubbell ? Hughes ? GarcíaRL4, W1, W4, W9, L1, L4a, L4d, L5app 41, 185, 219, 273, 327, 343, 351Context CluesFigurative LanguageSubject ComplementsAcademic VocabularySelection VocabularyMini-AnthologyStudy for a PoemCONVENTIONS: Subject Complements, 392–393RESEARCH: Collect and Organize Your Data, 234WRITING: Feature Assignment: Free Verse Poem and Lyric Poem, 120–138; Writing for Assessment: Poetry, 142–143Poetry Collection 3Lazarus ? Shakespeare ? Longfellow RL4, RL5, RL9, W4, SL1, L1, L2a, L4bpp 41, 54, 75, 219, 292, 327, 335, 343ParaphraseForms of PoetryDirect and Indirect ObjectsAcademic VocabularySelection VocabularyEvaluation FormLyric or Narrative PoemCONVENTIONS: Complements, 383–385WRITING: Feature Assignment: Free Verse Poem and Lyric Poem, 120–138; Create a Writing Workshop Response to a Poem, 218–219Poetry Collection 4Ling ? Cummings ? Momaday ? UpdikeRL1, RL4, W1, W8, W9, L1, L4b, L5cpp 2, 41, 185, 259, 273, 327, 343, 351ParaphraseWord Choice, Imagery, and TonePronoun CaseAcademic VocabularySelection VocabularyProfileReviewCONVENTIONS: Recognizing Cases of Personal Pronouns, 500–510RESEARCH: Make a Research Plan, 232–233; Collect and Organize Your Data, 234WRITING: Feature Assignment: Critical Review, 198–216; Writing for Assessment: Interpretative Response, 220–221COMPARING TEXTSThe Road Not TakenRobert FrostO Captain! My Captain!Walt Whitman2 daysRL1, RL4, W9pp 2, 41, 273DescriptionTimed Writing: Explanatory EssayWRITING: Feature Assignment: Critical Review, 198–216; Create a Writing Workshop Response to a Poem, 218–219; also see: Figurative Language, 55, 96, 129, 131, 133, 135, 142, 143, 169workshopsLanguage Study1 dayL4, L4a, L4cp 343Words With Multiple MeaningsLANGUAGE STUDY: Clarify Meaning, 273Speaking and Listening1 daySL2, SL3, SL6pp 299, 303, 319Evaluating an Oral PresentationSPEAKING & LISTENING: Listening Critically to a Speech, R31Writing Process3 daysW1, W1a-e, W4, W5, W9, L1, L2b, L3, L5cpp 185, 219, 226, 273, 327, 335, 341, 351Subject-Verb AgreementTypes of ComplementsPronoun CaseUsing the Right WordsFocus on Research: ArgumentArgument—Response to Literature: Critical Review CONVENTIONS: Subject-Verb Agreement, 512–524; Complements, 383–385; Recognizing Cases of Personal Pronouns, 500–510RESEARCH: Make a Research Plan, 232–233WRITING: Feature Assignment: Critical Review, 198–199, 216; Writing for Assessment: Interpretative Response, 220–221PART 3TEXT SET: GENERATIONSAnchor: Old ManRicardo SánchezAnchor: For My Sister Molly Who in the FiftiesAlice Walker5 daysRL1, RL4, RL5, W2, W2b, W2c, W4, W7, W8, W9, W9a, SL1, SL4, SL6, L3, L4, L5b, L6pp 2, 41, 54, 196, 219, 252, 259, 273, 292, 310, 319, 341, 343, 351, 357Free Verse and StructurePronounsPronoun CaseDiction and StyleAcademic VocabularySelection VocabularyPartner DiscussionInvestigate the Topic: Generations Across CulturesInformative Text: Comparison-and-Contrast EssayCONVENTIONS: Pronouns, 300–312; Recognizing Cases of Personal Pronouns, 500–510SPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Make a Research Plan, 232–233WRITING: Compare-and-Contrast Essay, 195; Informational Research Report, 224–248; Research Plan, 254–255The Medicine BagVirginia Driving Hawk Sneve2–3 daysRL1, RL2, RL3, RL4, W3, W3a, W3b, W3e, W4, W7, W8, SL1, SL1a, SL1c, SL3, L4, L6pp 2, 15, 28, 41, 208, 219, 252, 259, 292, 303, 343, 357SymbolismAcademic VocabularySelection VocabularyGroup DiscussionInvestigate the Topic: TraditionsNarrative RetellingSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Make a Research Plan, 232–233WRITING: Feature Assignment: Tall Tale, 92–112; Writing for Assessment: Short Story, 116–117Cub Pilot on the MississippiMark Twain2–3 daysRI1, RI2, RI3, W3, W3a, W3c, W3e, W4, W7, W8, W9, SL1, SL4, L4, L6pp 90, 103, 116, 208, 219, 252, 259, 273, 292, 310, 343, 357ConflictAcademic VocabularySelection VocabularyPanel DiscussionInvestigate the Topic: Questioning AuthorityNarrative: ScenarioSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Make a Research Plan, 232–233WRITING: Writing for Media: Create a Dramatic Scene, 114–115Thank You, M’amLangston Hughes2–3 daysRL1, RL2, RL3, W2, W2a, W2c, W2f, W4, W7, W8, W9, SL1, SL5, L2a, L4, L6pp 2, 15, 28, 196, 219, 252, 259, 273, 292, 317, 335, 343, 357Point of ViewAcademic VocabularySelection VocabularyQuick Write and DiscussInvestigate the Topic: Changing StylesExplanatory Text: Cause-and-Effect AnalysisSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Use Graphics and Illustrations, 241WRITING: Feature Assignment: Cause-and-Effect Essay, 146–164Tutoring Benefits Seniors’ Health, Students’ SkillsDavid Crary2–3 daysRI1, RI2, RI3, RI4, RI5, W1, W1a, W1c-d, W4, W5, W7, SL4, L2, L4, L6pp 90, 103, 116, 123, 136, 185, 219, 226, 252, 310, 335, 343, 357DictionAcademic VocabularySelection VocabularyClass DiscussionInvestigate the Topic: Senior VolunteersArgument: Persuasive EssaySPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Preparing and Presenting a Speech, R30WRITING: Persuasive Essays, 18, 173, 194–195; Feature Assignment: Critical Review, 198–216The Return of the Multi-Generational Family HouseholdPew Research Center2–3 daysRI1, RI2, RI3, RI4, RI5, RI7, W1, W1b, W1e, W6, W7, W8, SL1, L4, L6pp 90, 103, 116, 123, 136, 156, 185, 239, 252, 259, 292, 343, 357Text StructureAcademic VocabularySelection VocabularyPartner DiscussionInvestigate the Topic: Life in a Multi-Generational HouseholdArgumentative EssaySPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Blogs, 9, 24, 67, 86, 87, R7WRITING: Argumentative Essays, 18; Writing for Assessment: Persuasive Writing, 194–195; Writing for Media: Create a Letter to the Editor, 192–193117475847725PART 100PART 1261620158750Selection/Feature00Selection/FeaturePacingStandards CoveredCommon Core Companion Workbook*Close Reading FocusConventions**Language Study**Speaking and Listening**Research**Writing**PH Writing Coach Alignment-29845-31750PART 100PART 1IBQ/Close Reading Workshopfrom Billy ElliotLee Hallfrom The Miracle WorkerWilliam Gibson4 daysRL1, RL2, W1 W7, W9a, SL1pp 2, 15, 185, 252, 273, 292Close Reading: DramaSmall-Group DiscussionExplanation: Annie Sullivan’s ExperiencesWriting Model: Explanatory TextWriting: Argumentative EssaySPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Make a Research Plan, 232–233WRITING: Feature Assignment: Critical Review, 198–216; Writing for Assessment: Interpretative Response, 220–221; Argumentative Essays, 18; Writing for Assessment: Persuasive Writing, 194–195PART 2DIALOGUE AND DISCOVERYThe Diary of Anne Frank, Act IFrances Goodrich and Albert Hackett8–12 daysRL3, RL4, RL6, W3, SL6, L1pp 28, 41, 61, 208, 319, 327Cause and EffectDialoguePrepositions and Prepositional PhrasesAcademic VocabularySelection VocabularyGuided TourDiary EntriesCONVENTIONS: Prepositions and Prepositional Phrases, 345–354, 398, 401, 440, 559WRITING: Diary Entries, 10, 67, 86, 87, 117, 143The Diary of Anne Frank, Act IIFrances Goodrich and Albert HackettRL3, RL7, W2, W4, W7, SL1, L1a, L4bpp 28, 68, 196, 219, 252, 292, 327, 343Cause and EffectCharacter’s MotivationParticipial and Infinitive PhrasesAcademic VocabularySelection VocabularyBulletin Board DisplayFilm ReviewCONVENTIONS: Participial Phrase, 136, 408, 410, 561; Infinitive Phrase, 412, 414RESEARCH: Use Graphics and Illustrations, 241WRITING: Feature Assignment: Critical Review, 198–216; Writing for Assessment: Interpretative Response, 220–221The GovernessNeil SimonRL1, RL3, W1, SL4pp 2, 28, 185, 310Draw ConclusionsSetting and CharacterClausesAcademic VocabularySelection VocabularyDebatePublic Service AnnouncementCONVENTIONS: Clauses, 415–423SPEAKING & LISTENING: Listening Critically to a Speech, R31WRITING: For related material see: Advertisement, 217COMPARING TEXTSThe NinnyAnton Chekhov2 daysRL5, W4pp 54, 219AdaptationTimed Writing: Explanatory EssayWRITING: Compare-and-Contrast Essay, 195; Feature Assignment: Critical Review, 198–216; Writing for Assessment: Interpretative Response, 220–221workshopsLanguage Study1 dayL4a, L4dp 343Borrowed and Foreign WordsLANGUAGE STUDY: Foreign Words, 585, 615Speaking and Listening1 dayRI7, SL2, SL3pp 156, 299, 303Evaluating Media MessagesSPEAKING & LISTENING: Listening Critically to a Speech, R31Writing Process3 daysRI7, W2, W2a-d, W5, L1a, L2cpp 156, 196, 226, 327, 335Using Gerunds and ParticiplesPrepositional PhrasesClausesFocus on Research: Explanatory TextExplanatory Text: Cause-and-Effect EssayCONVENTIONS: Gerunds, 411, 413, 440; Prepositional Phrases, 345–354, 398, 401, 440, 559; Clauses, 415–423RESEARCH: Make a Research Plan, 232–233WRITING: Feature Assignment: Cause-and-Effect Essay, 146–164PART 3TEXT SET: THE HOLOCAUSTAnchor: from Kindertransport, Act IIDiane Samuels7 daysRL1, RL2, RL3, RL4, RL9, W1a, W1b, W1e, W4, W5, W7, W8, W9a, SL1, SL1a, L2a, L4a, L5a, L5c, L6pp 2, 15, 28, 41, 75, 185, 219, 226, 252, 259, 273, 292, 335, 343, 351, 357Plot and ConflictPrepositional PhrasesIndependent and Dependent ClausesDiction and StyleAcademic VocabularySelection VocabularyGroup DiscussionInvestigate the Topic: Holocaust SurvivorsArgumentative EssayCONVENTIONS: Prepositional Phrases, 345–354, 398, 401, 440, 559; Subordinate Clause, 82, 415–417SPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Informational Research Report, 224–248WRITING: Argumentative Essays, 18; Writing for Assessment: Persuasive Writing, 194–195; Writing for Media: Create a Letter to the Editor, 192–193from Anne Frank: The Diary of a Young GirlAnne Frank2–3 daysRI1, RI2, RI6, W3, W3a, W3d, W3epp 90, 103, 143, 208DiaryAcademic VocabularySelection VocabularyPartner DiscussionInvestigate the Topic: Survival in PrintNarrative Text: First-Person NarrativeSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Make a Research Plan, 232–233WRITING: Feature Assignment: Personal Narrative, 66–67, 68–69, 70–71, 72–75, 76–77, 78–81, 82–83, 84from Anne Frank RememberedMiep Gies (with Alison Leslie Gold)2–3 daysRI1, RI2, RI6, W2a-c, W2f, SL1, SL4, L4, L6pp 90, 103, 143, 196, 292, 310, 343, 357Narrative PacingAcademic VocabularySelection VocabularyPartner DiscussionInvestigate the Topic: Historical CausesExplanatory Text: Analytical EssaySPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Use Graphics and Illustrations, 241WRITING: Feature Assignment: Critical Review, 198–216; Writing for Assessment: Interpretative Response, 220–221from NightElie Wiesel2–3 daysRI1, RI2, RI3, W2, W2a-c, W7, W8, SL1, L4, L6pp 90, 103, 116, 196, 252, 259, 292, 343, 357Supporting VisualsAcademic VocabularySelection VocabularyPanel DiscussionInvestigate the Topic: ResistanceInformative EssaySPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Make a Research Plan, 232–233WRITING: Informational Research Report, 224–248; Research Plan, 254–255from Remarks on a Visit to BuchenwaldElie Wiesel2–3 daysRI1, RI2, RI3, RI5, RI8, W1a, W1b, W1d, W7, W8, W9b, SL1, SL5, L4, L6pp 90, 103, 116, 136, 163, 185, 252, 259, 273, 292, 317, 343, 357Claims and EvidenceAcademic VocabularySelection VocabularySmall-Group DiscussionInvestigate the Topic: An International CommunityArgument: Letter to the EditorSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Use Graphics and Illustrations, 241WRITING: Create a Letter to the Editor, 191Local Holocaust Survivors and Liberators Attend Opening Event for ExhibitionFlorida Holocaust Museum2–3 daysRI1, RI2, RI3, RI6, W4, W9, SL1, L4, L6pp 90, 103, 116, 143, 219, 273, 343, 357Author’s PurposeAcademic VocabularySelection VocabularyQuick Write and DiscussInvestigate the Topic: LiberatorsNarrative Text: Imaginary InterviewSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Make a Research Plan, 232–233WRITING: Interviews, 33, 191271145158750Selection/Feature00Selection/FeaturePacingStandards CoveredCommon Core Companion Workbook*Close Reading FocusConventions**Language Study**Speaking and Listening**Research**Writing**PH Writing Coach Alignment-4889525400PART 100PART 1IBQ/Close Reading Workshopfrom The Adventures of Tom SawyerMark TwainWater NamesLan Samantha Chang4 daysRL1, RL2, RL3, RL4, RL6, W2b, W7, W9a, SL1, L6pp 2, 15, 28, 41, 61, 196, 252, 273, 292, 357Close Reading: Themes in American StoriesSmall-Group DiscussionExplanation: Chinese Folk Tales and LegendsWriting Model: ArgumentWriting: Explanatory EssaySPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Informational Research Report, 224–248WRITING: Argumentative Essays, 18; Writing for Assessment: Persuasive Writing, 194–195; Feature Assignment: Critical Review, 198–216; Writing for Assessment: Interpretative Response, 220–221PART 2HEROES AND TRADITIONSCoyote Steals the Sun and MoonRichard Erdoes and Alfonso Ortiz4–16 daysRL2, W3, W3b, W3e, SL5, SL6, L6pp 15, 208, 317, 319, 357SummarizeMythologyBasic Sentence StructuresAcademic VocabularySelection VocabularyOral PresentationMythCONVENTIONS: Classifying Sentences by Structure, 424–428SPEAKING & LISTENING: Preparing and Presenting a Speech, R30WRITING: Feature Assignment: Tall Tale, 92–112Chicoria ? from The People, YesRudolfo A. Anaya and José Griego y Maestas ? Carl SandburgRL4, RL7, W2, W9, SL6, L2app 41, 68, 196, 273, 319, 335SummarizeOral TraditionCommas and SemicolonsAcademic VocabularySelection VocabularyStorytelling WorkshopCritical AnalysisCONVENTIONS: Commas, 554–567; Semicolons, 569–570SPEAKING & LISTENING: Preparing and Presenting a Speech, R30WRITING: Feature Assignment: Critical Review, 198–199, 200–201, 202–203, 204–207, 208–209, 210–213, 214–215, 216; Writing for Assessment: Interpretative Response, 220–221from Out of the DustKaren HesseRL1, W3, W3a, W3d, W7, L2a, L2b, L4bpp 2, 208, 252, 335, 343Purpose for ReadingCultural ContextEllipses and DashesAcademic VocabularySelection VocabularyLetterResearch ProposalCONVENTIONS: Ellipses and Dashes, 601–604RESEARCH: Writing Friendly Letters, R15WRITING: Research Plan, 254–255An Episode of WarStephen CraneRL1, W1, W1a, W1d, W1e, W2, L2, L4bpp 2, 185, 196, 335, 343Purpose for ReadingAuthor’s InfluencesCapitalizationAcademic VocabularySelection VocabularyResearch ArticlePersuasive SpeechCONVENTIONS: Capitalization, 605–626RESEARCH: Make a Research Plan, 232–233WRITING: Speeches, 173, R30–R31; also see: Persuasive Essays, 18, 173, 194–195COMPARING TEXTSDavy Crockett’s DreamDavy CrockettPaul Bunyan of the North WoodsCarl SandburgInvocation from John Brown’s BodyStephen Vincent Benét2 daysRL3, RL9, W2, W9pp 28, 75, 196, 273Heroic CharactersTimed Writing: Explanatory EssayWRITING: Compare-and-Contrast Essay, 195; Feature Assignment: Critical Review, 198–216; Writing for Assessment: Interpretative Response, 220–221workshopsLanguage Study1 dayL5, L5ap 351Figurative LanguageLANGUAGE STUDY: Figurative Language. 55, 96, 129, 131, 133, 135, 142, 143, 169Speaking and Listening1 dayRI7, SL5, L5cpp 156, 317, 351Delivering a Persuasive Speech Using MultimediaSPEAKING & LISTENING: Multimedia Projects, 25, 113, 139, 165, 249, 264–265, 266–267Writing Process3 daysW1, W1a-e, L1, L2cpp 185, 327, 335Comparative and Superlative FormsCommas and SemicolonsCapitalizationVoice in an Argumentative PieceFocus on Research: ArgumentArgument: Problem-and-Solution EssayCONVENTIONS: Comparative and Superlative Forms, 532–538; Commas, 554–567; Semicolons, 569–570; Capitalization, 605–626RESEARCH: Make a Research Plan, 232–233WRITING: Problem–Solution Essays, 16, 147; also see: Editorial, 173–190PART 3TEXT SET: FREEDOM FIGHTERSAnchor: from The American DreamMartin Luther King, Jr.5 daysRI1, RI2, RI3, RI4, RI6, RI8, W2a-b, W2e-f, W7, W8, SL1, SL4, L1, L1b, L2, L4, L5, L5b, L5cpp 90, 103, 116, 123, 143, 163, 196, 252, 259, 292, 310, 327, 335, 343, 351OratoryIndependent Clauses Punctuation with Independent ClausesDiction and StyleAcademic VocabularySelection VocabularyPartner DiscussionInvestigate the Topic: Civil Rights LeadersInformative EssayCONVENTIONS: Clauses, 415–423; Independent Clauses, 424–426, 342, 449, 569–570; Subordinate Clause, 82, 415–417SPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Make a Research Plan, 232–233WRITING: Informational Research Report, 224–248; Research Plan, 254–255Runagate RunagateRobert Hayden2–3 daysRL1, RL2, RL4, W3, W7, W8, SL1, L4, L6pp 2, 15, 41, 208, 252, 259, 292, 343, 357Forms of PoetryAcademic VocabularySelection VocabularyPanel DiscussionInvestigate the Topic: Underground RailroadNarrativeSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Use Graphics and Illustrations, 241; Preparing and Presenting a Speech, R30WRITING: Personal Narrative, 66–84Emancipation from Lincoln: A PhotobiographyRussell Freedman2–3 daysRI1, RI2, RI4, RI9, W2, W7, W8, W9b, SL1, L4, L6pp 90, 103, 123, 170, 196, 252, 259, 273, 292, 343, 357Word Choice and ToneAcademic VocabularySelection VocabularyClass DiscussionInvestigate the Topic: The AbolitionistsExplanatory Text: AnalysisSPEAKING & LISTENING: Participating in a Group Discussion, R29WRITING: Informational Research Report, 224–248; Research Plan, 254–255Harriet Beecher StowePaul Laurence Dunbar1 dayRL1, RL4, W2, L4, L6pp 2, 41, 196, 343, 357Academic VocabularySelection VocabularyInformative TextSPEAKING & LISTENING: Participating in a Group Discussion, R29WRITING: Informational Research Report, 224–248; Research Plan, 254–255Brown vs. Board of EducationWalter Dean Myers2–3 daysRI1, RI2, RI4, W3, W7, W8, SL1, L4, L6pp 90, 103, 123, 208, 252, 259, 292, 343, 357StyleAcademic VocabularySelection VocabularyGroup DiscussionInvestigate the Topic: Thurgood Marshall’s Contributions to Civil RightsNarrativeSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Multimedia Projects, 25, 113, 139, 165, 249, 264–265, 266–267WRITING: Writing for Assessment: Narrative Nonfiction, 88–89; Short Story, 116–117On Woman’s Right to SuffrageSusan B. Anthony2–3 daysRI1, RI2, RI3, RI4, RI5,R16 W1, W1a-c, W1e, W7, SL1pp 90, 103, 116, 123, 136, 143, 185, 252, 292Persuasive TechniquesAcademic VocabularySelection VocabularyPanel DiscussionInvestigate the Topic: The Women’s MovementArgumentSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Preparing and Presenting a Speech, R30WRITING: Argumentative Essays, 18; Writing for Assessment: Persuasive Writing, 194–195; Writing for Media: Create a Letter to the Editor, 192–193from Address to the Commonwealth ClubCesar Chavez2–3 daysRI1, RI2, RI4, W7, W8, SL1, L6pp 90, 103, 123, 252, 259, 292, 357Claims and EvidenceAcademic VocabularySelection VocabularyPartner DiscussionInvestigate the Topic: The Grape BoycottPoemSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Use Graphics and Illustrations, 241WRITING: Feature Assignment: Free Verse Poem and Lyric Poem, 120–138; Writing for Assessment: Poetry, 142–143Nonviolence Tree1 dayRI7, W2, SL1, SL2pp 156, 196, 292, 299Academic VocabularySelection VocabularyClass DiscussionInvestigate the Topic: Henry David ThoreauSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Make a Research Plan, 232–233; Find Authoritative Objective Sources, 232 ................
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